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- Perception of what?  - perception about one's interest in the subject OR perception of what the task entails
-- learning by perceiving - deliberately ; learner may or may not be able to explain HOW they learned it

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- need not happen in isolation; teaching connected concepts together
- need to focus on learning by understanding

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Teaching related concepts together instead of discrete topics

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- Stories that learner finds valuable
- something that the learner might already be familiar with (prior knowledge)

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Start from a place that's relevant for the learner

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Learning gets effected by prejudices of learners? 

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Learning gets effected by prejudices of learners? 

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Curiosity level of leaner's gets effected by their prejudices e.g. student doesn't like history than he would not be motivated towards it and if he is good in mathematics so me may be waiting for mathematics lecture very eagerly.

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Alignment with the goal - would determine students' motivation

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learner might want to explore what all rewards are there and then determine if they are worth pursuing

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The current state of the learner can also influence the state of learning and should also impact the teaching as well.

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there might be a threshold that determines how much motivated the learner might be;
reward structure and nature needs to adapt based on what the learner is doing

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- the perceived value may change with time and situation
- law of marginal utility might apply here (value of same reward will diminish over time)

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continuous rewards may not be helpful; challenging situations motivate us to engage and learn

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Our surrounding and peers affect our motivation to learn

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Short vs Long-term goals affect motivation

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Short vs Long-term goals affect motivation

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- Need to develop appropriate physical strength to learn mountaineering
- Degree course can be ...

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- Skillset required different
- Observational learning is more applicable in mountaineering
- But for learning programming: first theory has to be learned then apply

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Internal vs external
(Only Extrinsic motivation drives internal motivation?)
Extrinsic rewards are quantifiable; Intrinsic rewards (e.g., joy) is not quantifiable

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Once a thing is learned, it is possible to unlearn (be it consciously or non-consciously) unless there is a cognitive load?

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difference in context would affect how learning might happen

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motivation might be different depending on the nature of the task, approach may be different; Mountaineering: would involve more motor learning but Degree course: would involve other strategies

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1) Initial knowledge understanding; say the ability to grip rocks, move the limbs in a coordinated way.
2) Learning by observation; cost of erro may be too high, like falling to death
3) Ability to understand the climbing process and the use of safety gear in a structured way.
4) Ability to remember what was taught, recall and practice to gain expertise.

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it can happen consciously and unconsciously; but once we know something doesn't work then how can it be unlearned unconsciously; it has to be conscious.

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What dimensions of learning from the readings would you be focusing in scenario 1 and 2?

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What dimensions of learning from the readings would you be focusing in scenario 1 and 2?

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Rather than being speculative in nature, LS is now supported by increasing evidences from multiple disciplines

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It started from  philosophy and theology to human  consciousness. Regarding behaviorist theory, research was primarily around observable behavior. after mid 20th century, it started for  cognitive science in learning/educational processes and social and cultural aspects of it.

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Initially researchers and teachers were working independently, but now researchers spend more time in classroom ,testing how their principles are being implemented.

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Initially researchers and teachers were working independently, but now researchers spend more time in classroom ,testing how their principles are being implemented.

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Importance of Social and cultural norms is being highlighted.
Technology also have great impact on learning.
Learning is informed by neuroscience.

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It has built its foundations on various fields like philosophy, pyschology, education etc. However, there has been a transition from its earlier roots in philosophy to behaviour psychology to cognitivism to constructivism.

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With modern technologies and innovations, it has created new learning mediums and scope for creating enhanced learning experience.

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With modern technologies and innovations, it has created new learning mediums and scope for creating enhanced learning experience.

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On important purpose of education is to sharpen your brain.

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It evolved from various schools of thoughts for example Behaviourism, Active Learning, etc.

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Over past decades, amongst the many factors that lead to evolution, technology played a very crucial role along with different learning theories (cognitive, behaviorist and constructivist), socio-cultural factors and so on.

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Development of Learning Science through time

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Development of Learning Science through time

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The following have had significant implications towards the development of Learning Sciences as a field:

1) Advances in the study of the mind (Psychology and Neuroscience)
2) Testing of the theories in the classroom (working with educators); popularity of interdisciplinary research
3) Use of technology in education

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Idea of Knowing: from remembering and repeating to retrieving and using it.

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Idea of Knowing: from remembering and repeating to retrieving and using it.

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It slowly evolved as other multidisciplinary or other disciplines of science/research like psychology, computer, etc. came into the picture. 

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It slowly evolved as other multidisciplinary or other disciplines of science/research like psychology, computer, etc. came into the picture. 